Knowledge Management Tools and Techniques Manual pot

From:
Knowledge Management
Tools and Techniques Manual
©APO 2010, ISBN: 92-833-7093-7
Dr. Ronald Young, United Kingdom, served as the
volume editor
.
Published by the Asian Productivity Organization
1-2-10 Hirakawacho, Chiyoda-ku, Tokyo 102-0093, Japan
Tel: (81-3) 5226 3920 • Fax: (81-3) 5226 3950
E-mail: apo@apo-toky
o.org •
URL: www
.apo-tokyo.org
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Knowledge Management
Tools and Techniques
Manual

Asian Productivity Organization
Asian Productivity Organization
ISBN:92-833-7093-7800.8.2010
Knowledge Management Tools and Techniques Manual
The opinions expressed in this publication do not necessarily reect the ofcial view of the APO. For
reproduction of the contents in part or in full, the APO’s prior permission is required.
Dr. Ronald Young, United Kingdom, served as the volume editor.
©Asian Productivity Organization, 2010
ISBN: 92-833-7093-7
CONTENTS
Foreword v
Acknowledgements vi
Introduction 1
Linking the KM Tools to the APO Five-Step KM Process 3
I. 20 Essential KM Methods and Tools to Consider 7
Non–IT Methods and Tools
1. Brainstorming 11
2. Learning and Idea Capture 13
3. Peer Assist 16
4. Learning Reviews 18
5. After Action Review 20
6. Storytelling 22
7. Collaborative Physical Workspace 25
8. APO Knowledge Management Assessment Tool 28
9. Knowledge Café 33
10. Communities of Practice 35
11. Taxonomy 39
IT Methods and Tools
12. Document Libraries Leading to a Document Management System 41
13. Knowledge Bases (Wikis, etc.) 44

14. Blogs 50
15. Social Network Services 52
16. Voice and Voice-over-Internet Protocol (VOIP) 54
17. Advanced Search Tools 57
18. Building Knowledge Clusters 58
19. Expertise Locator / Who's Who 61
20. Collaborative Virtual Workspaces 64
II. Six Further Highly Recommended Tools 67
Non-IT Methods and Tools
21. Knowledge Worker Competency Plan 70
22. Knowledge Mapping 72
23. KM Maturity Model 74
24. Mentor / Mentee Scheme 76
IT Methods and Tools
25. Knowledge Portal 78
26. Video Sharing 81

III. Appendixes 83
A. KM Tools and the APO KM Framework 85
B. A Solution for the Ethnic Visions Case Study 86
C. Some Recommended KM Websites, KM Blogs, and KM Books 93
vii

FOREWORD
Knowledge Management Tools and Techniques documents and provides an easy-to-
understand approach to the common methods, tools, and techniques often used in knowledge
management (KM). In particular, it attempts to provide trainers and facilitators in national
productivity organizations, small and medium enterprise owners, and other users with
practical, in-depth understanding of the core tools and techniques widely used in undertaking
KM in an organization. This volume also includes useful Web site references, video links,

templates, and instructions to provide answers to frequently asked questions concerning
the tools and techniques needed for KM implementation and which have been brought up
numerous times by participants in APO projects as well. It is hoped that the easy to follow
guidance provided will be helpful to all organizations venturing into KM and make a useful
addition to the literature on the subject.
This manual can best be read in conjunction with Knowledge Management: Facilitator’s Guide
published by the APO in 2009. Both publications were made possible by the collaborative
endeavours of experts and practitioners engaged in KM from around the world including the
USA, UK, Japan, Singapore, and the APO Secretariat who rst met at an expert group meeting
in Singapore in August 2009 and subsequently remained in contact virtually by utilizing some
of the KM tools mentioned in this volume. Notably, the group used free Wiki technology
during the production of this manual, which can be accessed at />apokmtools/home/.
I am very grateful to Dr. Ronald Young and his colleagues for this new APO publication.
Shigeo Takenaka
Secretary-General
Tokyo
August 2010
viii
ACKNOWLEDGEMENTS
The Knowledge Management Tools and Techniques Manual and Courseware was prepared by
the following persons/authors:
Mr. Ronald Young, expert team lead, Knowledge Associates International Ltd, United Kingdom
Mr. Praba Nair, Knowledge Drivers International, Singapore
Mr. Naoki Ogiwara, Knowledge Dynamics Initiative, Fuji Xerox, Tokyo, Japan
Mr. Andy Burnett, KnowInnovation Ltd, United Sates and United Kingdom
Significant input and guidance were given throughout the preparation of the manual and
courseware by Mr. Kamlesh Prakash, Asian Productivity Organization (APO), Tokyo, Japan.
As the team was spread across Asia, Europe, and United States, several of the knowledge
and virtual collaborative team tools described in this manual were used throughout the
development phase to ensure effective virtual knowledge team working, and to create this

manual and accompanying courseware. These included, at least, collaborative authoring tools,
web-based video conferencing, and the development of a wiki/knowledge base.
The APO would like to record its appreciation to all contributors for their inputs and
perseverance in nalizing this manual and courseware.
1

INTRODUCTION
This Knowledge Management Tools and Techniques Manual is the rst release of a description
of some of the key Knowledge Management (KM) methods, tools, technologies, and techniques
to be considered for selection within a KM Implementation initiative, especially in small and
medium-sized enterprises.
A key objective for the Asian Productivity Organization (APO) has been to develop a training
manual on KM Tools and Techniques that will give in-depth knowledge in order to assist
the National Productivity Organizations (NPO) trainers to make the leap and become "KM
Consultants".
However, this manual ‘stands alone’ also to provide valuable advice and assistance to small
and medium-sized enterprises who wish to embark on KM themselves.
For best results, this manual accompanies the Knowledge Management Facilitators Guide and
the Knowledge Management Case Studies for Small and Medium Enterprises, obtainable at
www.apo-tokyo.org.
How to Use This Manual
First of all, this manual commences with a categorized list that illustrates and suggests how
the key KM methods and tools, described later in the manual, support the overall process of
more effective KM (The Five-Step APO KM Process).
There then follows, for each KM method or tool, a description and, where possible, further
video links, website references and, where appropriate, some templates, instructions, and
measurement criteria for evaluation and implementation.
KM is a rapidly developing discipline and, as new KM processes, methods, tools, and
techniques are emerging rapidly, this manual is considered to be a good basic essential
platform to start from. KM consultants and practitioners are advised, therefore, to continually

share their experiences with using these KM methods and tools, and also to keep abreast of
new developments.
Aim
The aim of this manual is to provide the KM consultant, KM practitioner, and those
organizations, large and small, who are about to embark on a KM initiative, with a framework
and some very practical tools to get started, to assist with a successful KM implementation.
The Manual as a Wiki
This manual is also available on a website, as an example of a ‘living knowledge base’, in other
words, as a wiki, for you to input and share your experiences, and to receive your feedback
and comments at />2
A growing community of APO KM students, practitioners, consultants, and educators can also
be found at
Links
This manual contains many links to useful videos, books, articles, websites, etc. We have taken
every precaution to ensure the accuracy and usefulness of these links and valuable content
at the time of publication. Of course, we cannot be responsible for any changes that may be
made by content owners in the future.
3
Linking the KM Tools to the APO Five-Step KM Process
This section provides a ‘big picture’ of the Knowledge Management (KM) methods and tools. It
shows how they can directly map onto the Asian Productivity Organization (APO) Five-step KM
process. This ve-step KM process is concerned with ve key steps:
1. Identifying the knowledge
2. Creating knowledge
3. Storing knowledge
4. Sharing knowledge
5. Applying knowledge
For each step in the APO ve-step KM process, a list of suggested KM methods and tools is
provided below. The number (alongside each method and tool) represents the number of the
method or tool as described later in this manual.

Therefore, as a first action, the KM consultant and/or practitioner must identify which of
the five steps he or she wishes to deal with in the KM implementation initiative, and then
immediately refer to a list of KM methods and tools to consider applying, based on best KM
practice across the world. The team that developed this list comprised of experienced KM
consultants and practitioners that are based in Asia, Europe, and United States.
This is a very practical way to gain a ‘quick win’ within the organization implementing KM.
Although this is a very good practical start, remember that KM methods and tools have been
developed primarily to better support key business processes and business projects. So make
sure you gain a healthy balance between the business process/project-driven approach, and
the KM methods and tools-driven approach.
Step KM Methods and Tools to Consider (Guide Only)
1. Identifying the Knowledge 8. APO Knowledge Management Assessment Tool
9. Knowledge Cafés
10. Communities of Practice
17. Advanced Search Tools
18. Knowledge Clusters
19. Expert Locator
20. Collaborative Virtual Workspaces
22. Knowledge Mapping
23. KM Maturity Model
24. Mentor/Mentee
Ethnic Visions Case Study
4
2. Creating Knowledge 1. Brainstorming
2. Learning and Idea Capture
4. Learning Reviews
5. After Action Reviews
7. Collaborative Physical Workspaces
9. Knowledge Cafés
10. Communities of Practice

13. Knowledge Bases (Wikis, etc.)
14. Blogs
16. Voice and Voice-over-Internet Protocol (VOIP)
17. Advanced Search
18. Knowledge Clusters
19. Expert Locator
20. Collaborative Virtual Workspaces
24. Mentor/Mentee
25. Knowledge Portal
26. Video Sharing
Ethnic Visions Case Study
3. Storing Knowledge 4. Learning Reviews
5. After Action Reviews
9. Knowledge Cafés
10. Communities of Practice
11. Taxonomy
12. Document Libraries
13. Knowledge Bases (Wikis, etc.)
14. Blogs
16. Voice and VOIP
18. Knowledge Clusters
19. Expert Locator
20. Collaborative Virtual Workspaces
25. Knowledge Portal
26. Video Sharing
Ethnic Visions Case Study
5
4. Sharing Knowledge 3. Peer Assist
4. Learning Reviews
5. After Action Reviews

6. Storytelling
10. Communities of Practice
7. Collaborative Physical Workspaces
9. Knowledge Cafés
10. Communities of Practice
11. Taxonomy
12. Document Libraries
13. Knowledge Bases (Wikis, etc.)
14. Blogs
15. Social Networking Services
16. Voice and VOIP
18. Knowledge Clusters
19. Expert Locator
20. Collaborative Virtual Workspaces
25. Knowledge Portal
26. Video Sharing
24. Mentor/Mentee
Ethnic Visions Case Study
5. Applying Knowledge 3. Peer Assist
7. Collaborative Physical Workspaces
9. Knowledge Cafés
10. Communities of Practice
11. Taxonomy
12. Document Libraries
13. Knowledge Bases (Wikis, etc.)
14. Blogs
17. Advanced Search
18. Knowledge Clusters
19. Expert Locator
20. Collaborative Virtual Workspaces

21. Knowledge Worker Competency Plan
24. Mentor/Mentee
25. Knowledge Portal
Ethnic Visions Case Study
9
20 ESSENTIAL KM METHODS and TOOLS
This list of Knowledge Management (KM) Methods and Tools was compiled and agreed by
the Asian Productivity Organization (APO) KM methods and tools expert team in Singapore
in August 2009. It represents those methods and tools implemented by the most successful
organizations around the world, within their KM implementation initiatives. Please note
carefully that the methods and tools are not listed in any particular order of importance or
hierarchy but are listed as, rstly, Non-Information Technology (IT) Methods and Tools and,
secondly, as IT Methods and Tools. They are all considered important methods and tools.
In no particular order, therefore, the 20 KM methods and tools compiled are
Non–IT Methods and Tools
1. Brainstorming
2. Learning and Idea Capture
3. Peer Assist
4. Learning Reviews
5. After Action Review
6. Storytelling
7. Collaborative Physical Workspace
8. APO Knowledge Management Assessment Tool
9. Knowledge Café
10. Community of Practice
11. Taxonomy
IT Methods and Tools
12. Document Libraries leading to a Document Management System
13. Knowledge Bases (Wikis, etc.)

14. Blogs
15. Social Network Services
16. Voice and Voice-over-Internet Protocol (VOIP)
17. Advanced Search Tools
18. Building Knowledge Clusters
19. Expert Locator
20. Collaborative Virtual Workspaces
For each KM method or tool described, the following structure has been used:
1. What is the title of the KM method or tool?
2. Why use this tool?
3. How to use this tool?
4. When to use this tool, and when not?
5. Where to use this tool?
6. Examples
Knowledge Management Tools and Techniques Manual
10
7. Any notes on facilitation
8. Web video links for further information and teaching
9. Other useful websites, books, references
11
1. Brainstorming
What is Brainstorming?
Brainstorming is a simple way of helping a group of people to generate new and unusual
ideas. The process is actually split into two phrases: divergence and convergence. During the
divergent phase, everyone agrees to delay their judgment. In other words, all ideas will be
treated as valid. During the convergent phrase, the participants use their judgment but do
so in a 'positive' manner—that is, they look for what they like about the ideas before nding
aws.
Why Use This Tool?
Brainstorming is appropriate whenever you need to generate a range of options that goes

beyond the immediately obvious set. Examples might include
• All the places one could gain customer insights from,
• Different ways to learn from competitors,
• New ways to use emerging internet tools to support our customers, and
• Different ways to reward employees for knowledge capture.
Brainstorms can be organized very quickly and require very little in the way of material. The
instructions (below) describe one method, but the tool is actually very resilient and the basic
principles can be applied in many different ways.
How to Brainstorm
1. Agree who will facilitate the activity.
2. Make sure everyone is aware of the basic guidelines (see Guidelines for Brainstorming).
3. Ideally, give everyone sticky notes and pens so that they can write their ideas down.
4. Write the problem on a ip chart—or piece of paper, if you do not have a ip chart—so
that everyone can see it all the time.
5. Ask everyone if they understand the problem, and whether there is anything that needs
clarication. Deal with any information needs, if required.
6. Potentially, have a group discussion about the criteria that will be used for idea
selection.
7. Ask everyone to start writing down their ideas—one idea per sticky note—and hand
them to the facilitator, who then sticks them on the ip chart. If there are no sticky
notes, ask people to shout out their ideas—one idea at a time—and the facilitator can
write them down.
8. When the group has nally run out of ideas, take the ip chart page(s) and ask the
group to
1. Look for duplicates, and combine them.
2. Vote (by putting dots, tick [check mark], or some other symbol) on their favorite X
ideas (the number is determined by the requirements of the situation), based upon
the criteria that were identied in the previous step.
Knowledge Management Tools and Techniques Manual
12

3. Pick the highest rated ideas and have the group discuss how the ideas would be
implemented—typically this involves identifying the critical next steps.
Guidelines for Brainstorming
Divergent stage
1. Defer judgment
2. Go for quantity
3. Seek wild and unusual ideas
4. Combine and associate
5. Write everything down
Convergent stage
1. Improve ideas as you go
2. Use afrmative judgment
3. Be deliberate
4. Seek novelty
5. Check with your objectives
When to Use Brainstorming (and When Not)
Brainstorming is useful when there is a need to generate a relatively large number of options
or ideas. It is not appropriate when a problem is known to have a single correct solution that
requires careful analysis to determine. For example, brainstorming about possible solutions to
a mathematical problem would probably be a poor use of time.
Where to Use Brainstorming
Brainstorming can be used in almost any situation where a group (consisting of two or more
people) can nd a space to work together. This can be as simple as a shared desk with some
blank pieces of paper.
Useful Links
This wikipedia entry contains quite a good summary of the technique:
/>An online resource for creative thinking tools can be found at
www.mindtools.com/brainstm.html.
Videos
What not to do and what to do. Some YouTube videos at

www.youtube.com/watch?v=ttWhK-NO4g8&feature=player_embedded#
www.youtube.com/watch?v=W1h5L_0rFz8&feature=player_embedded#
13
2. Learning and Idea Capture
What is Learning and Idea Capture?
A key aspect of knowledge management (KM), at the personal and team levels, is to more
'collectively and systematically' capture the learning and ideas that are taking place. Learning
and idea capture is a guide on how to do this.
Why Use This Tool?
Many organizations would like to be more creative, generate more ideas, learn faster, and turn
their new learning into better knowledge to share, apply, and exploit.
However, if you observe individuals and teams in most organizations, you will readily see that
they are continually coming up with new learning and new ideas much of the time, especially
in team conversations and collaborative work.
'The problem is not a shortage of new learning and ideas, but we do not effectively capture
these learning and ideas—and systematically do anything with them!'
We need to find better methods, tools, and techniques to do this collectively and
systematically.
Imagine two organizations in the same competitive business. One organization does not
capture learning and ideas, as they happen in the workplace—collectively and systematically—
but does this 'episodically' from time to time. We know this is ineffective because most of the
good new learning and ideas occur at the beginning of projects, and become forgotten over
time.
The other organization collects learning and ideas as they happen in the workplace—
'continuously'—and submits them to people who are able to appraise them and turn them into
better applicable knowledge each month.
It does not require much imagination to see that the second organization will denitely learn
faster, take smarter decisions, and create new innovative products and services faster.
The other key reason for capturing learning and ideas is also very powerful.
'The very process of writing down explicitly what you think you have learned, or a new idea, is

a fundamental process of knowledge organization that will develop further and rene the tacit
knowledge in the individual to the next higher level.'
If you have written a book or article/paper yourself, you will know intuitively that you are
not just merely 'dumping what you know' on paper. The very process of writing is a creative
process that forces and disciplines the individual to develop and organize his/her knowledge
faster.
Knowledge Management Tools and Techniques Manual
14
So there is a very good reason why every individual knowledge worker needs to learn how to
better capture new learning and ideas.
How to Use Learning and Idea Capture
There are many ways to capture new learning, ideas, and insights. As new technologies
emerge, even more possibilities will exist. For example,
Personal capture tools
• Own Memory (vulnerable as the only method)
• Notepad (useful but can be fragmented)
• Personal paper-based organizers (adding more structure)
• Personal digital assistant (PDA) notes and do not forget (more structure and electronic
storage and dissemination)
• Personal computer (PC) – email, notes, documents, databases (more structure and
electronic storage and dissemination)
• Blogs and K-logs (Knowledge Blogging) – a very powerful way to capture both
spontaneous and structured learning, ideas, and insights
• Camera (pictures to add more information and context)
• Camcorder (videos to add more information and context)
• Voice recorder (to capture speech)
• Scanner (to capture documents to computer)
• Google Knols (units of knowledge) for writing and sharing articles
Collective capture tools
• Corporate Communities of Practice, Network Forums, and discussion forums

• Electronic chat rooms
• Corporate Intranet(s)
• Internet and Websites
• Team (Collective) K-logs (team blogs)
• Wikis
• Social Networks (Facebook, Linkedin, etc.)
• Corporate telephone system
• Audio conferencing
• Video conferencing (and PC-based video conferencing)
Ideally, personal capture tools should be integrated with corporate capture tools, e.g., a PDA
(or say an Apple iPhone or Blackberry), synchronized with a PC and a Corporate Intranet/
Knowledge Portal.
New learning, ideas, and insights can be captured onto simple document formats/templates,
capturing, for example,
• Date and time
• Person capturing the learning/idea
• Situation
• Project or work (code)
• Client or customer (code)
I. 20 Essential KM Methods and Tools to Consider
15
• Location
• Context
• New learning or idea or insight
• Next step/action
A Note on Facilitation
Discuss with the group how people are too preoccupied with being driven and measured by
performance activities,
e.g., 'What tasks have I performed/not performed today?’
Conduct a class exercise to enable participants to get a direct experience of 'personally

capturing new learning and/or ideas'. For example, ask the participants to consider a typical
working day, or session, or recent meeting, or even this course itself.
Ask the group to think for a few minutes, personally, about 'What have I learned today?' and
to write it down. Discuss with the group how these two different approaches feel doing and
learning.
Discuss with the group how 'learning' is 'doing' for knowledge workers.
Discuss the old Industrial paradigm of work ('what have I done') and the new knowledge
working paradigm ('what am I learning').
When to Use Learning and Idea Capture (and When Not)
Naturally, electronic tools are much preferred to paper-based tools for less risk of omission,
speed, and accuracy. However, the key step is to capture learning and ideas manually or
electronically.
Where to Use Learning and Idea Capture
Capturing learning and ideas—systematically and collectively—is a new way of working for
many people. It is a new discipline to learn. Apparently, approximately 10% of the working
population automatically likes to work this way, and many do so, naturally. This means that
90% of us need to learn how to work this way.
Useful Link
More information on effective capturing of learning and ideas may be found at
/>16
3. Peer Assist
What is a Peer Assist?
• It is a technique used by a project team to solicit assistance from peers and subject
matter experts regarding a signicant issue the team is facing.
• Peer Assists are part of a process of what British Petroleum (BP) calls ‘learning before
doing’, i.e., gathering knowledge before embarking on a project or piece of work.
• The Peer Assist meeting usually lasts from half a day to 2 days. Both the project team
and the peer discuss the project and potential issues/concerns and provide solutions.
• The team gains project insights from their peers in the meetings. The peers gain as well,
learning from the project and from each other.

Why Conduct a Peer Assist?
• The purpose of a Peer Assist is to shorten the learning curve of the project team.
Normally, the team members struggle to solve new and complex project issues based on
their existing knowledge and resources. This very often leads to suboptimal solutions at
best and or failures at worst.
• Peer Assist provides an avenue for project teams to surface project issues with outside
expertise. Teams can identify real underlying issues, and new approaches and solutions.
• The ability of the Peer Assist to tap into the experience and knowledge of peers makes it
a valuable tool that yields immediate insights and results.
How to Conduct a Peer Assist
The project leader normally initiates the assistance when he or she thinks peers could assist
them in their project.
• There is no fixed timetable as to when peers can be called in. Some Peer Assists are
called early on in a project while some are called later. It depends on the needs of the
project team and the complexity of the project.
• The project leader sets the meeting agenda. It could include some of the following items:
o Introduction of participants
o Objectives for the meeting and the schedule
o Presentation of project details and issues
o Recommendations and discussion
It is important to provide time for the peer raters to think through the issues
and recommendations on their own before reconvening again to discuss the
recommendations. It is preferable that the meeting is scheduled as two parts, either on
the same day or over 2 days.
• Teams who call for a Peer Assist are not obligated to use the suggestions provided by the
peers. However, most nd the insights of their peers valuable in their ongoing project
work.
• It is not necessary for the project team to decide on the recommendations during the
meeting. The project team can discuss the recommendations at a later project meeting.
I. 20 Essential KM Methods and Tools to Consider

17
Who Should be Invited as Peer Assists?
• Limit the number of Peer Assists to not more than six. It is difcult to have an in-depth
discussion if the group is large.
• Invite only those who have expertise and knowledge regarding the situation the team is
facing in the project.
• The project leader can get suggestions from the team members regarding the possible
invitees to the meeting.
Guidelines on Conducting a Peer Assist
• The project team needs to think through the objectives of the Peer Assist meeting. The
more specific and clear the objectives, the more successful the meeting will be. The
project leader is the one who initiates the meeting and, thus, is at liberty to redirect the
meeting if the discussion deviates from the objectives.
• The project leader or a skilled facilitator can facilitate the meeting. A leader who has a
tendency to dominate the meeting should refrain from facilitating the meeting.
• Providing the peers with background information of the project and the objectives of the
meeting will be helpful. This will ensure that the peer raters can contribute effectively in
the meeting.
• Have all the project team members (or their representatives, if the team is large) to
attend the meeting. This will provide an opportunity for each participant to ask questions
pertaining to their area.
• The leader or facilitator should provide an opportunity for the project team members to
respond and participate in the discussion.
• The project team needs to convene a meeting in order to review what team members
have learned from the Peer Assist meeting.
Video
A good video on Peer Assist can be found on YouTube at
www.youtube.com/watch?v=ObmQyW3EiiE&feature=player_embedded.
Other Useful Resources
www.kstoolkit.org

Collison, Chris and Parcell, Geoff. 2001. Learning to Fly. Milford: Capstone Publishing.
18
4. Learning Reviews
What is a Learning Review?
• It is a technique used by a project team to aid team and individual learning during the
work process.
• A Learning Review is different from an Active Action Review (AAR). An AAR is usually
conducted at the end of a formal project.
• It can be conducted after any identiable event. An event can be either an entire small
action or a discrete part of a larger action, e.g., a project-planning meeting.
Why Conduct a Learning Review?
• The purpose of a Learning Review is for team members to continuously learn while
carrying out the project. Team members need to be able to learn quickly, and adapt in
order to improve the project.
• Normally, the team members carry on with a project or an assignment without reecting
until the completion of the project. It is not good enough to wait for the end of the
project for the review to draw out the lessons learned.
• Learning while doing enables both the individuals and the teams to learn immediately
from both successes and failures, regardless of the duration of the project.
How to Conduct a Learning Review
1. Conduct immediately
• Learning Reviews are carried out immediately after every team meeting while all of the
team members are still available and their memories are fresh.
• It is important to build in the Learning Review within the allotted time for the meeting so
that it is not seen as an afterthought activity. It should be included in the agenda of the
meeting.
2. Appoint a facilitator
• Anyone from the team can be appointed as a facilitator. A project leader who has a
tendency to dominate the meeting should refrain from facilitating the meeting.
• The role of the facilitator is to help the team to learn. Team members must be drawn out

for their own learning and for the team's learning.
• The facilitator should also set the ‘climate’ for the meeting in order to ensure that
the meeting is open and that there will be no 'nger pointing'. The ideal climate for a
Learning Review is one of openness and commitment to learning. Learning Reviews
are an avenue to facilitate learning rather than a platform for critique. It should not be
treated as a performance evaluation process.
• The facilitator has to ensure that the learning process is owned by the participants.
Everyone on the meeting participates, and all have the right to contribute in the Learning
Review.
I. 20 Essential KM Methods and Tools to Consider
19
3. Meeting format
• The Learning Review revolves around the following four simple questions:
o What was supposed to happen?
o What actually happened?
o Why was there a difference?
o What have we learned?
• The discussion begins with the rst question, 'What was supposed to happen?’ A shared
common understanding of the objective and plan is crucial. This will ensure that there are
no misunderstandings among team members.
• The facilitator needs to focus on how team members actually felt about what happened
rather than simply stating what happened.
• The real learning begins when the team members compare the plan to what actually
happened in reality. Successes and setbacks are identied and discussed. Action plans
are identied in order to sustain success and improve the setbacks.
• The facilitator could ask each team member to identify one key learning that will help
the team in the future. It is useful to capture a record of the learning points and agreed
actions to remind the team of the lessons that were identied. The lessons captured are
highlighted at the start of the next project meeting.
4. Lessons Learned Workshop – Suggested Format

1. Introduction and Agenda
Present the agenda for the day, and remind the team of some of the key events and
issues encountered during the project.
2. Creation of New Learning
Divide the team into smaller groups and ask them to brainstorm and capture their
personal learning, ideas, and insights onto sticky notes. Group all the learning and
issues on sticky notes into natural clusters or categories.
3. Discussion and Review
Discuss these key clusters, and ask the following questions:
• What could we do better next time?
• What else can we capture for the benet of all future teams?
4. Rotate the Groups
Allow other groups to comment and add to each group's ndings.
5. Final Discussions
The workshop, as a whole, conducts a nal discussion to allow project team members
to draw up a summary of ndings and agree on future actions.
Useful Resource
Collison, Chris and Parcell, Geoff. 2001. Learning to Fly. Milford: Capstone Publishing.
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5. After Action Review
What is an After Action Review?
• After Action Review (AAR) is a technique to evaluate and capture lessons learned upon
completion of a project. It allows project team members to discover for themselves what
happened, why it happened, and how to sustain strengths and improve on weaknesses.
• It is structured as an informal discussion with the main team members of the project.
• An AAR can also be conducted upon completion of the project or upon achievement of
any key milestones of a long-duration project.
• It is not a critique or a complaint session. AAR maximizes learning by offering a platform
for leaders and members to honestly talk about the project. It is not a full-scale
evaluation report.

Why Conduct an After Action Review?
• The purpose of an AAR is to review the project outcomes vis-à-vis the intended outcomes
of a project.
• The AAR is the basis for learning from project success and failures. It is the starting
point for improvements in future projects. Team members can identify strengths and
weaknesses and determine how to improve performance in the future by focusing on the
desired outcome and describing specic observations.
• The project team can document the lessons learned and make it available to the rest of
the organization to improve decision-making.
How to Conduct an After Action Review
• An AAR can be conducted as soon as possible upon completion of project or upon
achievement of major project milestones.
• Generally, the following discussion questions are used to build consensus on the lessons
learned:
o What was expected to happen?
o What actually happened?
o What went well, and why?
o What can be improved, and how?
o What are the lessons that can be used in the future?
• At the start of the AAR, the facilitator should review the purpose and sequence of the AAR
to ensure that everyone understands what an AAR is and how it works. The introduction
should also include some ground rules for conducting and managing the discussion. The
role of the facilitator will be explained during the introduction.
• Some pointers for facilitators:
o It is permissible to disagree.
o Encourage members to provide honest opinions.
o Use open-ended questions to guide the discussion.
o Paraphrase and summarize key discussion points.